IJAR.2026.150
Type of Article: Research Protocol
Volume 14; Issue 2 (June 2026)
Page No.: 9559-9567
DOI: https://dx.doi.org/10.16965/ijar.2026.150
Comparing the Effectiveness of Heutagogy-Driven Micro-module Creation with (Versus) Traditional Teaching-Learning Methods in Early Medical Education: A Mixed-Method Protocol
Ravindra Kumar B 1a,1b, Snehal S. Samal 2, Vaibhav P. Anjankar 3.
1a Masters in Health Professions Education (MHPE) Scholar, School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India.
1b Associate Professor of Anatomy, Parul Institute of Medical Sciences & Research, Faculty of Medicine, Parul University, Vadodara, Gujarat, India. ORCiD: 0000-0003-0569-1472
2 Associate Professor, Department of Neuro-Physiotherapy, Ravi Nair Physiotherapy College & School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India. ORCiD: 0000-0003-0105-2411
3 Professor of Anatomy, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research (DMIHER) & Director, School of Higher Education and Research (SHER) Sawangi (Meghe), Wardha, Maharashtra, India. ORCiD: 0000-0002-3033-2239
Corresponding Author: Dr. Ravindra Kumar B, Masters in Health Professions Education (MHPE) Scholar, School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India. E-Mail: dr.ravindrakumar@gmail.com
Abstract
Background: Phase 1 MBBS medical education in India is traditionally content-heavy and teacher-centred, frequently causing student dissatisfaction and cognitive overload. While the National Medical Commission (NMC) mandates active, student-centred strategies, empirical evidence regarding heutagogy—self-determined learning—remains sparse within the Indian context. Grounded in Self-Determination Theory (SDT), this study introduces student-designed micro-modules to foster critical metacognitive reflection, peer learning, and active learner capability.
Objective: To implement and compare the effectiveness of heutagogy-driven micro-module creation against traditional didactic teaching-learning methods on the self-directed learning readiness and psychological need satisfaction of first-year medical students.
Methods: This 8-week mixed-methods quasi-experimental study will be conducted at the Parul Institute of Medical Sciences, Vadodara, India. A sample of 150 first-year MBBS students will be divided into intervention (n = 75) and control (n = 75) groups using purposive stratification. The intervention group will collaboratively design 10–15 minute anatomy micro-modules, while the control group undergoes standard didactic lectures. Quantitative data includes pre- and post-intervention scores from the refined 30-item Self-Directed Learning Readiness Scale (SDLRS) and Autonomy, Competence, Relatedness (ACR) questionnaires. Qualitative insight will be gathered through thematic analysis of student reflection logs and focus group discussions.
Results: The detailed results will be published in subsequent reports.
Conclusions: Shifting the pedagogical paradigm toward heutagogy via microlearning mini-projects holds significant promise for cultivating lifelong learning capabilities. This approach successfully balances instructional innovation with formal curriculum requirements, directly supporting the operationalization of India’s competency-based medical education framework.
Keywords: Heutagogy, Microlearning, Medical Education, Self-Determined Learning, Self-Directed Learning Readiness.
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